Capturing Social Studies Teachers’ Experience about “Difficult” Topics in the Emerging Multiculturalism in South Korea

KIM Eun Jung

The Journal of Social Studies Education in Asia

[PISSN] 24341797

[NCID] AA12857878

This research investigates what South Korean social studies teachers feel are “difficult” topics in the era of multiculturalism. Topics such as Chinese and Japanese history and culture and Muslim culture that were previously not difficult but have become more difficult challenge teachers’ conventional methods of teaching as the student demographic changes. Social studies teachers, in particular, have struggled to find a better way of teaching these newly difficult topics. While the struggle is ongoing, some teachers have transformed their teaching practice or vision of teaching by including Chinese and Japanese perspectives on territory issues, deconstructing the dichotomy of “us versus them,” and centering critical global citizenship. Utilizing qualitative methods and the lenses of teacher agency and critical global citizenship education, this study explicates teachers’ lived experiences and possibilities for change regarding teaching these newly difficult topics in a multicultural society.

Difficult topics

Social studies

Multiculturalism

Teacher agency

Critical global citizenship

eng

The International Social Studies Assosiation

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